International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

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Volume 8 Issue 2
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Competency as a Catalyst for Inclusive Pedagogy: A Robust Linear Analysis of Differentiated Instruction

Author(s) Ms. Jhoan Llagas Arroyo, Dr. Fausto C Romero Jr.
Country Philippines
Abstract This study examined the influence of teacher competencies on the implementation of Differentiated Instruction (DI) in the Division of Camarines Sur for School Year 2024–2025. A descriptive-correlational design was employed, with data were gathered through a researcher-made questionnaire administered to 1,469 teachers from the 1st to 5th Congressional Districts and were analyzed using Weighted Mean, Pearson Product-Moment Correlation Coefficient, and Coefficient of Determination. The study concluded that teachers consistently implemented Differentiated Instruction (DI) at a high level while demonstrating strong competence across all teaching domains. The findings further indicated that significant relationships existed between DI implementation and specific areas of teacher competencies, highlighting the role of professional skills in effective instructional practices. Moreover, teachers’ self-rated competencies were significantly associated with the implementation of DI and exerted a meaningful influence, suggesting that higher perceived competence supports more effective and sustained use of differentiated instruction. Based on these findings, a professional development program was designed to enhance teacher competencies in implementing Differentiated Instruction.
Keywords Differentiated Instruction, Teacher Competencies, Professional Development
Published In Volume 8, Issue 2, March-April 2026
Published On 2026-03-23
DOI https://doi.org/10.36948/ijfmr.2026.v08i02.72146
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E-ISSN 2582-2160
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